Impact of team-based learning on radiology education: A systematic review and meta-analysis [post]

2019 unpublished
The team-based learning method has been applied as an educational method in radiology education and there are only inconsistent and inconclusive individual results. A metaanalysis was performed to evaluate the effects of team-based learning on radiology education. Method: Databases were searched from inception up to August 2019. The standard mean difference (SMD) with its 95% confidence interval (95% CI) was used to determine the over effects of teambased learning teaching method compared with
more » ... thod compared with the lecture-based learning or traditional teaching method. Results: Twelve studies involving 1371 participants were included in this meta-analysis. Of them, the sufficient data of 11 studies suggested team-based learning teaching method had a positive effect on the theoretical scores compared with the lecture-based learning or traditional teaching method (SMD=1.07, 95% CI [0.50, 1.63]). 9 of 10 studies provided sufficient data showing team-based learning teaching method was in favour of improving skill scores (SMD=0.68, 95% CI [0.19, 1.17]). Most of the including studies provided the subjective questionnaire surveys which showed the participants believed team-based learning raise their learning interest, team cooperation ability and interpersonal communication. Conclusion: The team-based learning teaching method could not only improve the scores of theoretical and skill knowledge in medical imaging courses but also encourage students to learn by themselves. The heterogeneity of the included studies must be noticed, and well-designed studies about this topic are needed for further study. Background The traditional teaching method, known as lecture-based learning (LBL), is a teacher-centered, lecture-centered pedagogical approach. Usually, medical students have been accustomed to the traditional lecture courses, in which all they need to do is listening to the instructor, viewing PowerPoint presentations, and taking notes. This approach cannot fulfill the study target of medical imaging course.[1] [2] There are new pedagogical approaches as supplementary teaching methods, for instance, team-based learning (TBL), problem-based learning (PBL) and case-based learning
doi:10.21203/rs.2.14486/v1 fatcat:vq2xanj62bfjvox65mn4n3yn5m